Jumat, 18 September 2009

Kamis, 17 September 2009

Indonesian Physics Teacher Association

Himpunan Guru Fisika Indonesia

Improving The Education of Future Physics & Physical Science Teacher

We understand that the future of both an educated, scientifically literate population, and of physics as a discipline, is dependent on high-quality teachers. Coalition members share innovative ideas, learn from national leaders in the field, and promote awareness of the importance of physics and physical science teacher education efforts. Please consider joining even if your institution is just beginning its work in teacher preparation.

Are Most People Too Dumb for Physics?

Nathaniel Lasry, John Abbot College, Ste. Anne De Bellevue, Quebec
Noah Finkelstein, University of Colorado, Boulder, CO
Eric Mazur, Harvard University, Cambridge, MA

Sobel argues that these students need not “do” physics because “they are not likely to face this kind of problem-solving challenge in their future.” Sobel proposes a “middle way between the traditional physics course and the conceptual course” that “avoids the shallowness of conceptual physics, yet lies within the capability of the average student.” This middle way “does not demand ingenuity,” it “does not demand that the student put together two ideas that he has previously used separately,” and “does not demand that the student be clever.” Students “are not expected to figure out for themselves how to work [a] problem, how to convert from the words to [an] equation, how to go from diagrams to vector components, etc.”

Instead, Sobel suggests that students should learn physics as historical narratives. Each semester, students would be presented with three or four physics “stories,” each story being associated with one or more equations. For each story, a “student sees a certain problem done in class, then tries three or four examples of the same problem, with different numbers, at home, and later has to do one on the exam.” Learning physics, the author argues, is becoming familiar with this computational process. Students, he concludes, “don’t have to be clever; they just have to be industrious.” We disagree, both about students and about learning physics.

Sobel’s piece is of importance because many of his claims are frequently heard in informal contexts:

between teachers in hallways or during departmental meetings. Although widespread, these claims have generally not appeared in the literature. We offer this response as a means to initiate a dialogue on how we engage with students in our physics courses.

We focus on three frequent claims that Sobel’s “middle way” is based on:

Claim 1: Difficulty
Physics is too difficult for the “average” student.

Claim 2: Relevance
Nonscience students don’t need to “do” physics
because they “are not likely to face this kind of
problem-solving challenge in their future.”

Claim 3: Conceptual physics is shallow
Concepts are too easy and don’t help students solve

Selasa, 08 September 2009

Fisika Lingkungan

Fisika Lingkungan

Fisika lingkungan merupakan pembelajaran tentang aspek-aspek fisis dan matematis yang berhubungan dengan konsep-konsep mengenai teori lingkungan termasuk sistem ekologi dan dampak pencemaran terhadap keseimbangan alam, dampak radiasi atom-inti terhadap alam, dampak kebocoran reaktor nuklir terhadap lingkungan dan radiasi gelombang EM terhadap manusia dan makhluk hidup lainnya, dampak pemanasan global (global warming) terhadap alam serta terjadinya efek rumah kaca, penipisan lapisan ozone dapat mulai dikemas secara simple sehingga masyarakat menyadari pentingnya melindungi lingkungan yang ditinggali.

Principles of Environmental Physics

By John Monteith, Emeritus Professor of Environmental Physics, University of Nottingham

Mike Unsworth, Oregon State University, Corvallis, USA


Environmental Physics concerns the description and analysis of physical processes that establish the conditions in which all species of life survive and reproduce. The subject involves a synthesis of mathematical relations that describe the physical nature of the environment and the many biological responses that environments evoke. Environmental Physics provides a basis for understanding the complex responses of plants and animals to environmental change. International concern with climate change has made both politicans and the general public much more aware of the impact of local and global weather on all aspects of domestic life, industry and commerce.

Environmental Physics has become more widely used by biologists, atmospheric scientists and climate modellers to specify interations between surfaces and the atmosphere. This new edition contains further material on causes of global warming, applications of remote sensing, and the carbon and water cycles of crops and forests.Audience: Advanced undergraduate and graduate students in university departments of physics, atmospheric sciences, biological and environmental sciences, research scientists in agriculture, forestry, hydrology and ecology in academia, government research and industry, natural resource managers, environmental consultants and advisers in non-governmental organizations.

Selasa, 01 September 2009

Fisika Modern

In the mathematically rigorous formulation of quantum mechanics developed by Paul Dirac[8] and John von Neumann,[9] the possible states of a quantum mechanical system are represented by unit vectors (called "state vectors"). Formally, these reside in a complex separable Hilbert space (variously called the "state space" or the "associated Hilbert space" of the system) well defined up to a complex number of norm 1 (the phase factor). In other words, the possible states are points in the projective space of a Hilbert space, usually called the complex projective space. The exact nature of this Hilbert space is dependent on the system; for example, the state space for position and momentum states is the space of square-integrable functions, while the state space for the spin of a single proton is just the product of two complex planes. Each observable is represented by a maximally Hermitian (precisely: by a self-adjoint) linear operator acting on the state space. Each eigenstate of an observable corresponds to an eigenvector of the operator, and the associated eigenvalue corresponds to the value of the observable in that eigenstate. If the operator's spectrum is discrete, the observable can only attain those discrete eigenvalues.

In the formalism of quantum mechanics, the state of a system at a given time is described by a complex wave function, also referred to as state vector in a complex vector space.[10] This abstract mathematical object allows for the calculation of probabilities of outcomes of concrete experiments. For example, it allows one to compute the probability of finding an electron in a particular region around the nucleus at a particular time. Contrary to classical mechanics, one can never make simultaneous predictions of conjugate variables, such as position and momentum, with accuracy. For instance, electrons may be considered to be located somewhere within a region of space, but with their exact positions being unknown. Contours of constant probability, often referred to as "clouds", may be drawn around the nucleus of an atom to conceptualize where the electron might be located with the most probability. Heisenberg's uncertainty principle quantifies the inability to precisely locate the particle given its conjugate momentum.[11]

Fig. 1: Probability densities corresponding to thewavefunctions of an electron in a hydrogen atompossessing definite energy levels (increasing from the top of the image to the bottom: n = 1, 2, 3, ...) andangular momentum (increasing across from left to right:s, p, d, ...). Brighter areas correspond to higher probability density in a position measurement. Wavefunctions like these are directly comparable toChladni's figures of acoustic modes of vibration inclassical physics and are indeed modes of oscillation as well: they possess a sharp energy and thus a keenfrequency. The angular momentum and energy arequantized, and only take on discrete values like those shown (as is the case for resonant frequencies in acoustics).

Lecture 6 of Leonard Susskind's Modern Physics course concentrating on Quantum Mechanics. Recorded February 18, 2008 at Stanford University.

This Stanford Continuing Studies course is the second of a six-quarter sequence of classes exploring the essential theoretical foundations of modern physics. The topics covered in this course focus on quantum mechanics. Leonard Susskind is the Felix Bloch Professor of Physics at Stanford University.Complete playlist for the course:http://youtube.com/view_play_list?p=189C0DCE90CB6D81Stanford Continuing Studies: http://continuingstudies.stanford.edu/About Leonard Susskind:http://www.stanford.edu/dept/physics/people/faculty/susskind_leonard.htmlStanford University channel on YouTube:http://www.youtube.com/stanford



Course material